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The purpose of this policy discussion paper is to identify barriers to equal access to learning opportunities for older people aged 50 years and over in the United Kingdom. The paper includes a background description of demographic factors, outlines National Institute of Adult Continuing Education (NIACE) survey research into older learners' participation in formal and informal learning, and discusses why the barriers to older people's access to learning should be urgently addressed. A range of examples of good practice and settings and sectors of education provision, including local authorities, further education, higher education and the voluntary sector, are described. Distance learning is ideal for older people and making provision for learning through information technology and broadcast media is discussed. A series of new government initiatives, including the Better Government for Older People program, are outlined. A number of major issues which influence the access to and participation in learning programs of older people, including discrimination, disability, curriculum relevance, the learning environment, and funding of learning, are discussed and recommendations are made as to how these factors might be changed for the better. Show less

This review looks at the framework for determining employment status and provides a snapshot of the UK labour market in 2015. In order to gain a greater understanding of some of the issues being faced, officials were asked to consider what the UK labour market looks like and suggest ways in which government could deliver a framework that strikes the correct balance between the rights of the individual and the needs of business, supporting growth and prosperity in the 21st century. The review involved discussions with a number of stakeholders and this report represents the findings of that review.

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This article examines the obstacles facing older employees working in the metal industry in Brazil, and is the result of a study on the image of elderly workers in the metal industry. The article gives background information on the Brazilian economy, the general situation of elderly workers and the roles that such workers are likely to fill within the metal industry. The second part of the article focuses on the design and characteristics of a computer course that was developed specifically for elderly workers in the metal industry, and the positive outcomes of a pilot exercise that was undertaken using the designed course. Show less

This report presents the findings of the 2001 National Institute of Adult Continuing Education (NIACE) survey on adult participation in learning. It shows, that for the first time in 20 years, there has been a marked increase in participation. The survey provides information on participation, trends in participation and future intentions to learn by gender, social class, age, employment and region as well as access to the Internet. Show less

This issue includes the following articles: 'It's about employment and social cohesion' the Government's rhetorical shift away from a utilitarian vision of skills is an invitation to think again about the role of literacy, language and numeracy in developing social inclusion as well as employability, writes Carol Taylor (p.7); 'The very big numbers game' the Government has been making encouraging noises about funding for adult learning and skills, but the numbers tell a different story, says Alastair Thomson (pp.8-9); 'Second-chance learners lose out once again' under Government funding plans students embarking on a second degree will face almost certainly prohibitive fees - whatever happened to the Government's commitment to widening participation and lifelong learning, asks Sally Hunt (pp.10-11); 'Forward into the past' there is a role for the past in the future of adult and community learning services, writes Sarah Housden (pp.12-13); 'We're giving businesses a choice' as it enters its second year, Train to Gain, the Government's flagship training programme, is succeeding in meeting the needs of businesses across the country, says LSC Skills Director David Way (pp.18-19); 'My stammer doesn't have to stop me' for the first time ever, an adult education college has been awarded the prestigious Queen's Anniversary prize - Rachel Everard explains why City Lit's work with adults who stammer has won recognition and why the adult education setting is ideally suited for the work (pp.20-22); 'Gateway to improvement' quality is not being improved throughout the adult learning sector in the way it needs to be - that's why the Quality Improvement Agency has decided to make its thousands of case studies and good practice guides accessible in one online service, writes Andrew Thomson (p.23); 'Storybook soldiers' Paul Stanistreet reports on a project that uses storytelling to maintain and stengthen links between British soldiers away on operations and their families (pp.24-26); 'Building family capital' Penny Lamb opens up the debate over could the concept of family capital offer a way of expressing outcomes of family learning not captured by qualifications? (p.27); 'The independent learner' realising the potential for learning of information and communication technology depends on individuals becoming independent learners, argues Alan Clarke (pp.28-29); and 'There's some good news...' adult learning and skills provision is showing signs of continuing improvement according to Ofsted's Annual Report for 2006-7 - but there is still some way to go, writes Kate Watters (pp.30-31). Show less

Higher education in the United Kingdom (UK) is a successful public-private partnership of government funding and institutional autonomy. This White Paper sets out the government's reforms for higher education with a view to tackling three challenges. The first is to shift public spending away from teaching grants and towards repayable tuition loans, to ensure that higher education receives the funding it needs even as substantial savings are made to public expenditure. The second is to ensure that higher education institutions (HEIs) deliver a better student experience; improving teaching, assessment, feedback and preparation for the world of work. The third challenge is to ensure that HEIs take more responsibility for increasing social mobility. The reforms are designed to deliver a more responsive higher education sector in which funding follows the decisions of learners and successful institutions are freed to thrive; in which there is a new focus on the student experience and the quality of teaching and in which further education colleges and other alternative providers are encouraged to offer a diverse range of higher education provision. The overall goal is higher education that is more responsive to student choice, that provides a better student experience and that helps improve social mobility.

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This is the Final Report of the Commission for Disabled Staff in Lifelong Learning. The Commission was established in March 2007 to investigate and report on current practices in the employment of disabled people in the lifelong learning sector and to make recommendations for improvement. The report’s 160 pages set out the major challenges to achieving real inclusion for disabled staff. Citing and quoting a deeply impressive body of evidence, it finds no grounds for complacency: there is a clear problem about the under-representation of disabled staff in lifelong learning, and little evidence of organisations adopting a strategic approach to current and future disabled staff. All this points to a systemic failure to address the issue seriously, leading to widespread institutional discrimination against disabled staff. The report explains authoritatively and in depth why this should be so and identifies the main issues that need to be addressed to change this situation. Every organisation involved in lifelong learning, and every individual with an interest in the needs of disabled staff, will find this report essential reading.

Published abstract reprinted by permission of the copyright owner.

The interim report is indexed at TD/TNC 93.223. Show less

The need to look into the management of behaviour within skills provision for unemployed adults was highlighted by a finding within the NIACE survey of providers delivering skills provision for unemployed adults (NIACE, 2011), which revealed that eight in 10 of the providers surveyed found it challenging to support learners exhibiting challenging behaviour. In response to this finding, the Department for Business, Innovation and Skills (BIS) commissioned NIACE to undertake research into the support and management of learners exhibiting challenging behaviour within skills provision for adults. This guide is the result of this research undertaken by NIACE between October 2011 and February 2012. The guide begins by describing the range of people participating in skills provision for unemployed adults and their skills needs. It then describes the nature of challenging behaviour exhibited by unemployed adults and reveals some of the underlying causes of this behaviour. The guide then describes approaches that can be taken prior to delivery to lower the risk of challenging behaviour. This is followed by a section on managing challenging behaviour during delivery. The guide finishes with a consideration of the potential of motivational approaches to avert challenging behaviour.

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This issue includes the following articles: 'Now's the time to make a noise', as the Government launches its consultation on the future of informal adult learning, now is the time to be noisy, passionate and assertive, says Alastair Thomson (p. 7); 'The future of informal learning', the Government says it values informal adult learning and has 'invited everyone with an interest' in its future to help shape a 'new vision for the twenty-first century', leading voices on informal adult learning respond (p. 8-17); 'Learning for roaming', Alastair Clark gives a personal and professional reflection on the current challenges to countryside access (p. 18- 21); 'The quality of Mersey', too many employers see learning as a cost rather than an investment. Merseytravel's wide-ranging and inclusive learning strategy demonstrates the transformational difference it can make to a workplace and a business, writes Neil Scales (p. 22-25); 'What computers can't do for you', adult educators must accept the limitations of computer use for overcoming barriers of access to learning - and build on what older adults actually use ICTs [information and communication technologies] for, argue Neil Selwyn and Stephen Gorard (p. 26-27); and 'No longer the 'poor man's university'', staff working to create and develop learning opportunities in museums, libraries and archives are using a broad framework that articulates clearly a wide range of potential learning outcomes, write Abi Hackett and Jan Novitzky (p. 28-29). Show less

[This] report presents barriers and successful strategies identified from the evidence review, questionnaire data, case studies and data gathered from the consultation events. These are illustrated with case studies. The evidence review, questionnaire data and a detailed description of the methods are to be found in the Appendices. Awareness of many of the barriers to entering training and employment that women encounter, and of the strategies to address them set out in this report, has developed over many years. In more recent times, participation has widened further to include more women facing multiple challenges in their lives, but the barriers they face and successful strategies to address them are not as well documented. This report identifies effective strategies for supporting these women to access and succeed in learning.

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